Unit Planning Form Teacher: Woodward

Unit Start Date: 2/3/2014 Unit End Date: 2/28/2014 Class/Level: Geography



Unit Title: Introduction to Micro Urban Geography

Established Goals (Colorado Academic Standards, High School):

Geography:
1.c Analyzeandpresentinformationusingavarietyofgeographictoolsandgeographicfindingsingraphs,
tables,charts,andthematicmaps(DOK13)
1.d Locatephysicalandhumanfeaturesandevaluatetheirimplicationsforsociety(DOK13)
2.a Applygeographyskillstohelpinvestigateissuesandjustifypossibleresolutionsinvolvingpeople,places,
andenvironments.Topicstoincludebutnotlimitedtohowpeopleprepareforandrespondtonatural
hazards(DOK13)
2.b Identify,evaluate,andcommunicatestrategiestorespondtoconstraintsplacedonhumansystemsbythe
physicalenvironment(DOK13)
2.e Explainhowinformationandchangingperceptionsandvaluesofplacesandenvironmentinfluence
personalactions(DOK13)
3.c Explainhowmigrationofpeopleandmovementofgoodsandideascanenrichcultures,butalsocreate
tensions(DOK12)
3.e Analyzepatternsofdistributionandarrangementsofsettlementsandtheprocessesofthediffusionof
humanactivities(DOK13)
3.f Makepredictionsanddrawconclusionsabouttheglobalimpactofculturaldiffusion(DOK13)

Driving Question(s):
How does geography influence how people act?
How have residential neighborhoods changed as we learned more about
defensible space?
How does Pruitt-Igoe represent a failure in urban geography?
How does Kowloon Walled City and the favelas of Brazil represent the urban
divide between people of different socioeconomic status?
What can urban geography tell us about the relationships between
nation-states?




Assessment Evidence:
Formative:
Check for understanding throughout the unit
Fist to five
Exit tickets
Warm-up
In-class writing
Vocab quizzes (words will be taken from the novels by students as they
read)
Summative: Partnered presentations - 2 Cities. Must include:
Collaborative work evaluation
Oral presentation


Learning Plan:
5 days
Explain overall unit schedule
Establish mixed-ability groups
Divide Oscar Newmans Creating Defensible Space into 4 equal parts and assign to
groups
Students read text as a group and distill important points/principles of
defensible space from their section
Students create a jigsawed presentation based on their section of the text
presentation should be interesting and unique


5 days
Complete jigsaw presentation
Introduce The Pruitt Igoe Myth
Watch clips of documentary, read select articles on the failure of Pruitt-Igoe
Socratic Seminar, first question: What is the Pruitt Igoe myth?
Student led primarily, help if needed
Begin 2 case studies on Defensible Space, neighborhood and public space

5 days
Complete 2 case studies on Defensible Space
Watch Baraka clip on favelas and Kowloon Walled City
What do you see?
Examine topography of Hong Kong and Kowloon Walled City and Rio de
Janeiro and City of God Favela
student driven research on natural and manmade boundaries

5 days
Begin summative assessment project: 2 Cities
Establish guidelines and expectations for 2 Cities
Students choose two cities in world and create visually unique and appealing
presentation
Presentation should include examples of defensible space, urban
geography, and socioeconomic divide
Students get 5 minutes to present their 2 Cities Project